The purpose of this research was to investigate how psychological displacement paradigm in diary-writing (PDPD) enhances master graduate students’ emotional intelligence. Six participants were invited to write journals when they were affected by negative emotions for six weeks. Every journal was composed of three passages about the same negative event written from three perspectives, using the pronouns “I”, “You” and “He”. Every participant was asked to write more than two times within a week. Data was collected from in-depth interview and analyzed by phenomenon-oriented methodology. The results showed that psychological displacement writing enhanced two domains of emotional intelligence. They are intrapersonal emotional intelligence and interpersonal emotional intelligence. The changes of intrapersonal emotional intelligence included improving awareness of emotion, expression of emotion, emotional management, self-motivation in problem solving, development of emotion regulation strategies and problem solving strategies. And the change of interpersonal emotional intelligence included improving the use of empathy and developing interpersonal communication strategy.

本研究旨在探討「我、你、他」心理位移書寫法對提升碩士研究生情緒智力 之現象。資料來源為六位碩士研究生以負向經驗為題材，運用心理位移書寫法後 所進行的個別訪談資料。研究歷時六個星期，參與者每週書寫二篇以上的心理位 移日記。資料以現象學取向研究方法進行分析。 研究結果發現，心理位移書寫法可協助碩士研究生在情緒智力的兩大面向上 有改變，分別是自我情緒智力和人際情緒智力。在自我情緒智力上的改變包括： 增加情緒覺察的能力、提高情緒表達的能力、增加情緒管理的能力、發展情緒調 整策略、發展問題解決策略和自我激勵；在人際情緒智力上則包括增加同理心的 體會和發展良好的人際關係策略。 關鍵字：心理位移書寫法、情緒智力、碩士研究生